Personal and Professional Goals
Personal:
I see this inquiry project as an adventure. I am excited to be discovering online tools that I would have other wise not have taken the time for. When looking at the Web tools that I have chosen to delve into I can see personal advantages to learning many of them.
As an avid reader I am looking forward to investigating LibraryThing. I am wondering if this site will become indispensable to me as a personal/professional tool. How will this site benefit/encourage my love of reading?
Having recently set up Google Reader to follow a number of educational blogs I have begun to see the rewards of such a Web 2.0 tool. Although I plan on mainly following educational technology blogs for the course, I do hope to start using Google Reader to locate and track blogs of personal interest as well.
How can Animoto and Bitstrips work in my personal life? With three school aged children I believe the knowledge that I glean from this inquiry will aid in their technology development as well. Family video slideshows and Funnies starring the Boyd family will make for great creative bonding time.
Blogging is a tool that makes me very uncomfortable. I do not like to write…I am not a confident writer and the thought of having to share my writing on line for others to view is very stressful. Can my fear of online publication be overcome through engaging in regular blogging?
Professional:
One of the reasons I made the commitment to enroll in the TLDL program was because I felt the library I work in needs to move forward into the 21st century. I am not quite sure of what the final result will look like but I do know that the Web 2.0 tools I will be exploring through this inquiry project will provide a foundation for me to move towards a technology enriched program that offers students and teachers alike a space to think and create using digital tools.
I wonder how Web 2.0 tools will bridge this technology gap between where I am and where I want to go.
How will the Web tools I have chosen communicate to patrons the role I see the library taking in their educational journey?
How can using Web 2.0 tools such as Blogging, Animoto, Voicethread and Bitstrips engage disengaged students yet still cover curricular outcomes?
Personal:
I see this inquiry project as an adventure. I am excited to be discovering online tools that I would have other wise not have taken the time for. When looking at the Web tools that I have chosen to delve into I can see personal advantages to learning many of them.
As an avid reader I am looking forward to investigating LibraryThing. I am wondering if this site will become indispensable to me as a personal/professional tool. How will this site benefit/encourage my love of reading?
Having recently set up Google Reader to follow a number of educational blogs I have begun to see the rewards of such a Web 2.0 tool. Although I plan on mainly following educational technology blogs for the course, I do hope to start using Google Reader to locate and track blogs of personal interest as well.
How can Animoto and Bitstrips work in my personal life? With three school aged children I believe the knowledge that I glean from this inquiry will aid in their technology development as well. Family video slideshows and Funnies starring the Boyd family will make for great creative bonding time.
Blogging is a tool that makes me very uncomfortable. I do not like to write…I am not a confident writer and the thought of having to share my writing on line for others to view is very stressful. Can my fear of online publication be overcome through engaging in regular blogging?
Professional:
One of the reasons I made the commitment to enroll in the TLDL program was because I felt the library I work in needs to move forward into the 21st century. I am not quite sure of what the final result will look like but I do know that the Web 2.0 tools I will be exploring through this inquiry project will provide a foundation for me to move towards a technology enriched program that offers students and teachers alike a space to think and create using digital tools.
I wonder how Web 2.0 tools will bridge this technology gap between where I am and where I want to go.
How will the Web tools I have chosen communicate to patrons the role I see the library taking in their educational journey?
How can using Web 2.0 tools such as Blogging, Animoto, Voicethread and Bitstrips engage disengaged students yet still cover curricular outcomes?
Rationale
“Educators, economists, and forecasters all agree on the growing importance of so called “21st-century skills” in the work place. While reading, writing and arithmetic will always form the foundation of education, digital communication and media literacy are on the verge of being elevated to the same level of importance.” (eSchool News)
The justification for this inquiry project is just that. If digital communication and media literacy are skills that are required learning than I must become versed in Web 2.0 tools so that I can enhance the learning and better prepare my students for their future.
For this inquiry project I have selected 6 Web 2.0 tools that I feel will benefit both my personal and professional learning.
“Educators, economists, and forecasters all agree on the growing importance of so called “21st-century skills” in the work place. While reading, writing and arithmetic will always form the foundation of education, digital communication and media literacy are on the verge of being elevated to the same level of importance.” (eSchool News)
The justification for this inquiry project is just that. If digital communication and media literacy are skills that are required learning than I must become versed in Web 2.0 tools so that I can enhance the learning and better prepare my students for their future.
For this inquiry project I have selected 6 Web 2.0 tools that I feel will benefit both my personal and professional learning.
LibraryThing: When selecting an online cataloging tool to examine I was quite frustrated to discover that we do not have access at school to either Shelfari nor GoodReads. LibraryThing is accessible though, so that coupled with accolades gleaned through my professional reading I have selected LibraryThing as a tool to investigate. From her blog Amy Reads, Amy Mckie states that LibraryThing is the cataloging library collection preference of librarians; this statement prompted me to look further into this Web 2.0 tool. This search lead me to Sibley (2009) who promotes LibraryThing as a means for librarians to keep track of their personal readings, tag and review books, and connect to other readers. Sibley also advocates LibraryThing as an online tool that enhances student learning, citing an example from a high school English course where students were engaged in various activities using this resource. She elaborates on several assessment opportunities that LibraryThing lends it self too. I see great potential in this tool both on a personal and professional level and am excited to start exploring.
Animoto/Bitstrips: Animoto and Bitstrips made the cut for this Web 2.0 tools inquiry exploration for purely selfish reasons, they look and sound like a lot of fun! As digital storytelling forums they provide users with a variety of tools to create, communicate and even collaborate with (Fryer, 2008). Experimenting with these Web tools will provide opportunities to discover the benefits of Animoto and Bitstrips. Both Web tools appear to provide professional and personal alternatives to traditional slideshows and comic strips. The author/creator is encouraged to produce a product with meaning and purpose, and to mix and match media in meaningful ways. I look forward broadening my abilities in the basics of digital animation through exploration of both of these Web 2.0 tools.
VoiceThread: Class composition at the middle school level can pose challenges for teachers to engage all members of the group. With many students finding the academic level challenging and others worried about social implications of class participation it can be difficult to engage all learners. Throughout the first weeks of EDES 501, VoiceThread was mentioned as a possible tool for exploration and after witnessing a VoiceThread production by one of the members of our discussion group I thought it appeared to be a tool that might be worth while exploring. Brunvand and Bryd (2011) provide a strong argument for the use of VoiceThread as a Web 2.0 for its ability to promote student engagement, motivate and also enhance the quality of learning. They provide valid support for their beliefs; citing many advantages to using VoiceThread as an educational tool. Anderson (2010) also contends that VoiceThread is a powerful Web tool for learning. She believes VoiceThread encourages social interaction and develops critical thinking. Anderson believes VoiceThread fosters engaged discussions and empowers students to make useful connections. This tool has been selected for this inquiry journey to explore a product that will help bridge the gap for students who are disengaged learners and to discover a new means of allowing all students to have a voice. As stated by Ferriter “there is no doubt that VoiceThread has the potential to be one of the most motivating tools that you use to facilitate instruction in your classroom this year. Middle grades are intrinsically drawn to conversations with peers, so structuring opportunities for collaborative dialogue around classroom content is a logical decision!”
Google Reader/RSS: As a browser based application tool Google Reader comes highly recommended by Richardson (2010). He states that Google Reader, an internet based aggregator, is a free, easy Web tool that allows the user to publish and connect the information that is collected. (Richardson, p.73). As a single interface Google Reader provides a place to house multiple RSS feeds. Google Reader will be used for this inquiry to receive updates or notifications about relevant information for both personal and professional development. It will also act as a social networking tool providing me with the means to connect my blog readers to interesting information discovered through my RSS feeds. These RSS feeds will help disseminate information gathered on the Web and allow me to become a wiser consumer of information.
Blogs: According to Wheeler (2011), blogging is an essential tool for professional development. On his blog he cites 7 reasons why educators should become avid bloggers; bloggers learn to reflect and think clearly, the act of blogging provides personal momentum, a forum with a new audience that will provide feedback, and a place to be creative and accurate. Personally I have always shied away from blogging, I do not like writing and find it very time consuming and frustrating. However, after a lot of reading and surfing I am starting to see the value in using blogs as both a professional and personal learning tool. If blogging is to become part of my teaching, I must first experience blogging. Richardson, (2010) contends that we must make connections with our own practice and passions through Web 2.0 tools before we can attempt to bring meaningful digital lessons to our students ( p.9). So, with that said, let the blogging begin!
There is no better way to understand the impact of the Read/Write Web than by becoming part of it. (p. 38) Once again, I would like to extend the invitation to join my on my Web 2.0 quest as I explore the vast opportunities that await in the digital realm.
Demonstration of New Learning
1. VoiceThread: An interactive VoiceThread presenting a collection of images that represent a theme and questions for the audience to consider. Viewers (my students) will add their own thoughts to the discussion.
2. Bitstrips: A comic strip depicting my harrowing journey into the unknown world of Web 2.0 tools.
3. LibraryThing: Add LibraryThing to the school webpage. Set up a means for students to comment on books they have read. Set up a personal Library to start tracking books I have read.
4. Google Reader/RSS: Subscribe to and follow feeds using Google Reader. Organize lists and share relevant and/or interesting finds on my blog.
5. Blogging: Each week, I will explore a new gadget or widget and apply it to my blog. These additions may improve the functionality of the blog, provide extra tools or perhaps just entertain the audience.
6. Animoto: “Welcome to Summerside Intermediate School Library” slideshow. This slideshow will be used in September as an introduction to features of the school library.
Time Frame
The above Web 2.0 tool will be explored over the course of the next nine weeks. Each week I will focus on a main Web 2.0 tool, however, with the nature of this assignment and the tools that have been selected there will be overlapping throughout the course of this inquiry.
References
Anderson, M. A., (2010). Expanding the power of primary sources with web 2.0. Multimedia and Internet @ Schools, 17 (4), 36-38.
Brisco, S., (2008). Animoto, School Library Journal, 54 (7), 64-64.
Brunvand, S., & Bryd, S., (2011) Using voicethread to promote learning engagement and
success for all students, Teaching Exceptional Children, 43 (4), 28-37.
B Ferriter. Using voicethread for digital conversations Retrieved from http://digitallyspeaking.pbworks.com/w/page/17791585/Voicethread
W Fryer. (2008, August 7). Animoto for education – use it for thoughtful media creations.
Retrieved from http://www.speedforcreativity.org/2008/08/07/animoto-for-education-use-it-for-thoughtful-media-creations/
Kist, W., (2010). The socially networked classroom Teaching in the new media age, Thousand
Oaks, CA, Corwin.
A Mckie. (2011, February 20). LibraryThing vs goodreads. Retrieved from
http://amckiereads.com/2011/02/20/librarything-vs-goodreads/
J Orlando. (2010, May 12) Using voicethread to build student engagement. Retrieved from
http://www.facultyfocus.com/articles/asynchronous-learning-and-trends/using-voicethread-to-build-student-engagement/
Richardson, W., (2010) Blogs, wikis, podcasts, and other powerful web tools for classrooms,
(3rd edition.).Thousand Oaks, CA, Corwin
Sibley, R. (2009). The librarian who loves librarything. School Library Media Activities Monthly, 25 (8), 20-21
S Wheeler. (2009, August 10). Two fingered salute. Retrieved from
http://steve-wheeler.blogspot/2009/08/two-fingered-salute.html
Anderson, M. A., (2010). Expanding the power of primary sources with web 2.0. Multimedia and Internet @ Schools, 17 (4), 36-38.
Brisco, S., (2008). Animoto, School Library Journal, 54 (7), 64-64.
Brunvand, S., & Bryd, S., (2011) Using voicethread to promote learning engagement and
success for all students, Teaching Exceptional Children, 43 (4), 28-37.
B Ferriter. Using voicethread for digital conversations Retrieved from http://digitallyspeaking.pbworks.com/w/page/17791585/Voicethread
W Fryer. (2008, August 7). Animoto for education – use it for thoughtful media creations.
Retrieved from http://www.speedforcreativity.org/2008/08/07/animoto-for-education-use-it-for-thoughtful-media-creations/
Kist, W., (2010). The socially networked classroom Teaching in the new media age, Thousand
Oaks, CA, Corwin.
A Mckie. (2011, February 20). LibraryThing vs goodreads. Retrieved from
http://amckiereads.com/2011/02/20/librarything-vs-goodreads/
J Orlando. (2010, May 12) Using voicethread to build student engagement. Retrieved from
http://www.facultyfocus.com/articles/asynchronous-learning-and-trends/using-voicethread-to-build-student-engagement/
Richardson, W., (2010) Blogs, wikis, podcasts, and other powerful web tools for classrooms,
(3rd edition.).Thousand Oaks, CA, Corwin
Sibley, R. (2009). The librarian who loves librarything. School Library Media Activities Monthly, 25 (8), 20-21
S Wheeler. (2009, August 10). Two fingered salute. Retrieved from
http://steve-wheeler.blogspot/2009/08/two-fingered-salute.html
